Traditional curriculum vs PRINTS
Traditional schools PRINTS
  • Rote memorization
  • Little (if any) emphasis on multiculturalism
  • Bilingualism, multiculturalism and internationalism fully integrated with academic subjects.
  • 1 age group
  • Teacher-directed work
  • Work is assigned arbitrarily to the entire group, regardless of individual needs
  • Silence is imposed in the classroom
  • Mixed-age group
  • Children choose activities on their own
  • Activities are presented to children individually or in small groups, in accordance with each child's needs and learning style
  • Silence is a reflection of concentration, peace, and order. The environment is calm
  • Teachers are central, regardless of how well they have mastered the material
  • Guides facilitate, listen and consult
  • Students receive lessons according to lesson plans following a predetermined syllabus
  • Subjects are compartmentalized
  • Days are broken up arbitrarily by subjects, regardless of need
  • Teacher decides what students do
  • All students work at the same pace
  • Students receive individualized, level-appropriate lessons
  • Subjects are intertwined
  • Uninterrupted blocks of time allow for the pursuit of work to the student's satisfaction
  • Students choose individual and group work
  • Students work independently at their own level and pace
  • Rules imposed externally
  • Rewards and punishment used to regulate behavior and performance
  • Discipline emerges from student
  • Students help establish ground rules for behavior in class.
  • Students learn to take responsibility for their own behavior
  • The adult is the judge
  • Recognition is gained by acceptance from the adult or the group
  • Further evaluation is based on short-term rote memorization and repetition of data
  • Self-correcting materials allow the students to get immediate feedback independently
  • Students reflect on their own process of learning and consult with the guides for support
  • The success and sense of accomplishment that the students experience enhance their self-confidence and pleasure in learning
  • Evaluation is comprehensive and spread over time. Students' journals, individual and group projects, teacher's observations and students' self-reflection all contribute to the discussion of developmental milestones
  • Evaluation is not of academics alone; it also includes the emotional and social development of each student